|Name||Holy Family Catholic Primary School|
|Ofsted Inspection Rating||Good|
|Address||Hall Lane, Cronton, Widnes, WA8 5DW|
|Religious Character||Roman Catholic|
|Number of Pupils||211 (52.6% boys 47.4% girls)|
|Number of Pupils per Teacher||23.9|
|Percentage Free School Meals||4.3%|
|Percentage English is Not First Language||1%|
|Pupils with SEN Support||17.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (13 November 2018)
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Information about this school
Holy Family is smaller than the average-sized primary school. Almost all pupils are White British. The proportion of pupils from minority ethnic groups who attend the school is lower than average and only a small proportion of pupils speak English as an additional language. The proportion of pupils with SEND is around the national average. The proportion of pupils who have an education, health and care (EHC) plan is around the national average. The proportion of pupils known to be eligible for pupil premium funding is considerably lower than the national average. There is one Reception class. Children attend full time.
Summary of key findings for parents and pupils
This is a good school The leadership team has been successful in ensuring that the quality of education at the school has been good during a period of significant change to the staff team. Pupils enjoy school and are rarely late. Attendance has been above the national average for the past two years and few pupils are persistently absent. The quality of teaching is good. Teachers have good subject knowledge and ensure that their classrooms are vibrant and purposeful. Strong and effective teaching ensures that phonics is taught well. The vast majority of pupils pass the phonics screening check at the end of Year 1. The overall quality of teaching in the early years is good. However, some children do not learn well enough during periods in the day when they are free to choose from the activities provided. The curriculum is broad and varied; it promotes personal development effectively. There is a good range of extra-curricular activities at the school, particularly in sport. Leaders regularly review the support provided to meet the needs of pupils with special educational needs and/or disabilities (SEND). These pupils make strong progress because of the tailored support that they receive. Pupils’ behaviour is good. Pupils work hard in lessons and develop very good attitudes to learning. Safeguarding systems are thorough and effective. All members of staff are aware of their safeguarding responsibilities. Some lower- and middle-ability pupils do not make enough progress in their reading across key stage 2. At times, teachers do not use assessment well enough to identify those who are falling behind. Mathematics teaching is improving. Pupils across the school are increasingly adept at making accurate calculations. Teachers provide them with regular opportunities to use and apply their knowledge and skills to investigate and solve problems. Governors are knowledgeable and committed to the school. They provide good levels of challenge to school leaders in relation to standards and pupils’ progress. Teachers do not provide enough opportunities for pupils to write at length or for different purposes. This limits the progress that some pupils make, particularly in key stage 2. The school’s core values are reflected in the good relationships that exist between staff and pupils. They are also promoted around the school in attractive and informative displays.